KIN 380 -- Course Syllabus

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KIN 380 -- Course Syllabus Powered By Docstoc
					                    California State University, Los Angeles
            KIN 380 Psychological Analyses of Physical Activity (4.0)
                                  Spring 2011

Instructor: Daniel Frankl, Ph.D.           Class Time: MW, 11:40am-1:20pm
Phone: (323) 343-4662                      FAX: (323) 343-6482
Email:              Class Location: PE 117
Course Web Site:

Office Hours: T 8:45 – 9:45 am; W 2:30 – 4:00 pm;*
*Other days and times available by appointment

Discussion of theory-based research in motivation, arousal, aggression,
personality, and audience effects, as applied to physical activity settings (4.0 cr).
II. PREREQUISITE(S): PSY 150 and SOC 201; Prerequisite or Corequisite KIN
A. Content Standards -- Upon completion of this course, students will:
•      have a detailed knowledge of sport psychology and social psychology of
       sport topics detailed in the list of required readings and in class lectures
•      critically examine and analyze regular physical education curriculum and
       varsity sports from a student centered perspective that places an
       emphasis on the acquisition of life-long skills and fair play over winning
•      effectively apply behavior modification principles to facilitate motor skills
       acquisition in physical education and/or coaching competitive
•      explain the principles of modeling and the provision of performance
•      explain the principles of goal setting for progressive motor skills
•      implement the principles for the establishment and continuous
       reinforcement of intrinsic motivation
•      describe group dynamics theory and be able to apply principles of
       leadership, social facilitation, and cohesiveness to enhance cooperation,
       sharing, and member focus on leader and group goals
•      (1) develop constructive conflict and problem solving procedures through
       anticipation and proper communication skills (2) use introspection and
       self-awareness to foster appreciation for diversity and increase tolerance
       towards divergent views and attitudes
•      differentiate between assertive/energetic and aggressive/violent behavior
       in individual and team sports and systematically analyze the relationship
       among athletic aggression, moral conduct, and prosocial and/or antisocial
B. Performance Standards:
Students will be required to demonstrate knowledge in the covered topics
through completion of exams, reaction papers, and a self-observational study
using a self-reporting protocol. Participation in class discussions is also critical to
demonstration of knowledge and students will be evaluated on the quality of their
contributions to class discussions.

Statement of Reasonable Accommodation
The School of Kinesiology and Nutritional Science faculty members fully support
the 1990 American with Disabilities Act (ADA). The members of the faculty will
provide reasonable accommodation to any student with a disability who is
registered with the Office of Students with Disabilities (OSD) who needs and
requests accommodation. The faculty may wish to contact OSD to verify the
presence of a disability and confirm that accommodation is necessary. The OSD
will arrange and provide for the accommodation. Reasonable accommodation
may involve allowing a student to use an interpreter, note taker, or reader,
accommodation may be needed during class sessions and for administration for
examinations. The intent of the ADA is requiring consideration of reasonable
accommodation is not to give a particular student an unfair advantage over other
students, but simply to allow a student with disability to have an equal opportunity
to be successful.

Cellular phones: Cell phones should be turned off during class. A vibrating cell
phone is still an activated cell phone. If you must answer a coming call or a text
message, please collect your belongings leave the classroom and do not come
back. I find the recent phenomenon of students wandering in-and out-of-class
very disruptive to the learning environment. Students that must leave at any time
before to the conclusion of a session (and did not discuss with the instructor their
special circumstance before the beginning of class) will be marked as missing for
that day. Thus, they will earn zero points for the daily active participation grade
component. Please note that all of the above can simply be avoided by turning
off your cell phone and/or by informing your instructor in the case of special

Laptops: Except for special circumstances (e.g., a laptop is needed as a special
aid for note-taking), laptop computers are NOT allowed to be operated during


Weinberg, R.S., & Gould, D. (2011). Foundations of sport and exercise
      psychology (5th ed.). Champaign, IL: Human Kinetics.
Also acceptable:
Weinberg, R.S., & Gould, D. (2007). Foundations of sport and exercise
      psychology (4th ed.). Champaign, IL: Human Kinetics.
Sport Psychology / Exercise Psychology Related Texts

For a more comprehensive list of references go online to :

Burton, D. & Raedeke, T.D. (2008). Sport psychology for coaches. Champaign,
       IL: Human Kinetics.
Cox, R.H. (2007). Sport Psychology: Concepts and applications (6th ed.). Boston,
       MA: McGraw Hill. (5th ed., also acceptable)
Gardner, F.L., & Moore, Z.E. (2006). Clinical sport psychology. Champaign, IL:
       Human Kinetics.
Horn, T.S. (2008). Advances in sport psychology (3rd ed.). Champaign, IL:
       Human Kinetics.
Liukkonen, J., Vanden Auweele, Y., Vereijken, B., Alfermann, D., Theodorakis, Y.
       (2007). Psychology for physical educators: Student in focus (2nd ed.).
       Champaign, IL: Human Kinetics.
Smith, D.E., & Bar-Eli, M. (2007). Essential readings in sport and exercise
       psychology. Champaign, IL: Human Kinetics.

Lecture, large and small group discussion, class debates, videos, multimedia,
and interactive Web based presentations.

Attendance, punctuality, and active participation in class and lab sessions is
expected. Students are responsible for class or additional reading materials
whether present or not during actual lecture or discussion sessions. There will be
no make-ups for unannounced quizzes.

For additional Reading Assignments and Study Questions check online at:

Evaluation Item
                                         Relative      Letter
                                         Weight        Grade
Weekly Quizzes (6-8)       120 points    375 - 400     A
Mid-Term (on-line)         50 points     360 - 374     A-
Final (on-line)            50 points     346 - 359     B+
Reaction Papers (2-3)      50 points     335 - 345     B
Questions about                          320-334       B-
required readings          50 points     306 - 319     C+
Self-Study                               280 - 305     C
Data Collection            50 points     265 - 279     C-
Self-Study Data                          256 - 264     D+
Analysis, and                               235 - 255     D
Class Discussion             30 points      220 - 234     D-
                                            000 – 219     F
       Total          400 points (100%)

Behavioral Data Collection and Analysis
You are required to turn in your observational study data and analysis no later
than Wednesday, May 16th, 2011 at 11:40 a.m. Talk to your instructor in case
you are unable to identify potential sources for behavioral data collection (NO
later than Monday on week IV of the spring 2011 quarter).

There will be at least two examinations including a midterm exam that will cover
the first half of the quarter and a final exam during finals week that will cover
mostly the second half of the quarter. Be prepared for unannounced quizzes
starting from week two of the quarter. There will be NO provisions for make ups
of missed quizzes.
To be able to take tests available on-line all students are required to familiarize
themselves with the "Blackboard (WebCT) Student Procedure for Creating a
Blackboard (WebCT) ID and Adding a Course."

IX. COURSE CONTENT (Tentative Topics)

Part I – Beginning Your Journey

Week I: Monday, March 28 – Introduction: The Scope of Sport & Exercise
      Psychology (5th ed. -- Part I -- Ch. 1, pp. 3-23) (4th ed. -- Part I -- Ch. 1, pp.

Part II – Learning About Participants

Week I: Wednesday, March 30th – Personality and Sport (5th ed. -- Part II – Ch. 2,
pp. 27-49) (4th ed. -- Part II – Ch. 2, pp. 28-50)

Week II: Monday, April 04th – Motivation (5th ed. -- Part II – Ch. 3, pp. 51-75) (4th
ed. -- Part II – Ch. 3, pp. 52-76)

Week II: Wednesday, April 06th – Arousal, Stress, and Anxiety (5th ed. -- Part II
Ch. 4, pp. 77-100) (4th ed. -- Part II Ch. 4, pp. 77-99)

Part III – Understanding Sport and Exercise Environments

Week III: Monday, April 11th – Competition and Cooperation (5th ed. Part III -- Ch.
      5, pp. 103-123) (4th ed. -- Part III -- Ch. 5, pp. 101-123)
Week III: Wednesday, April 13th – Feedback, Reinforcement, and Intrinsic
      Motivation (5th ed. -- Part III – Ch. 6, pp. 125-156) (4th ed. -- Part III – Ch. 6,
      pp. 125-158)

Part IV – Focusing on Group Processes

Week IV: Monday, April 18th – Group and Team Dynamics (5th ed. Part IV – Ch. 7,
      pp. 159-178) (Part IV – Ch. 7, pp. 160-179)

Week IV: Wednesday, April 20th –Group Cohesion (5th ed. -- Part IV – Ch. 8, pp.
      179-201) (4th ed. -- Part IV – Ch. 8, pp. 182-203)

Week V: Monday, April 25th – Leadership (5th ed. -- Part IV – Ch. 9, pp. 203-223)
     (4th ed. -- Part IV – Ch. 9, pp. 206-225); Communication (5th ed. -- Part IV
     – Ch. 10, pp. 225-243) (4th ed. -- Part IV – Ch. 10, pp. 228-246)

Part V – Improving Performance
Week V: Wednesday, April 27th -- Introduction to Psychological Skills Training
      (5th ed. -- Part V -- Ch. 11, pp. 247-269) (4th ed. -- Part V -- Ch. 11, pp.

Week VI: Monday, May 2nd – Arousal Regulation (5th ed. -- Part V – Ch. 12, pp.
     271-291) (4th ed. -- Part V – Ch. 12, pp. 273-293)

Week VI: Wednesday, May 4th -- Imagery (5th ed. Part V – Ch. 13, pp. 293-318)
     (4th ed. -- Part V – Ch. 13, pp. 295-319); Self-Confidence (5th ed. -- Part V
     – Ch. 14, pp. 319-341) (4th ed. -- Part V – Ch. 14, pp. 321-343).

Week VII: Monday, May 9th – Goal-Setting (5th ed. -- Part V – Ch. 15, pp. 343-
     362) (4th ed. -- Part V – Ch. 15, pp. 345-364)

Week VII: Wednesday, May 11th -- Concentration (5th ed. -- Part V – Ch. 16, pp.
     363-393) (4th ed. -- Part V – Ch. 16, pp. 365-394)

Part VI – Enhancing Health and Well-Being

Week VIII: Monday, May 16th – Children and Sport Psychology (5th ed. Part VII –
     Ch. 22, pp. 515-535) (4th ed. -- Part VII – Ch. 22, pp. 513-547)

Part VII – Facilitating Psychological Growth and Development

Week VIII: Wednesday, May 18th – Children and Sport Psychology (5th ed. Part
     VII – Ch. 22, pp. 515-535) (4th ed. -- Part VII – Ch. 22, pp. 513-547)
Week IX: Monday, May 23rd -- Aggression in Sport (5th ed. -- Part VII -- Ch. 23,
      pp. 537-551) (4th ed. -- Part VII -- Ch. 23, pp. 533-547)

Week IX: Wednesday, May 25th – Character Development and Good Sporting
      Behavior (5th ed. -- Part VII – Ch. 24, pp. 553-573) (Part VII – Ch. 24, pp.

Week X: Monday, May 30th – Memorial Day Holyday (University Closed)

Week X: Wednesday, June 1st – Gender, Race, Diversity, and Cultural
     Competence (TBA)

Week XI: June 06 – June 11, 2011, Finals Week (KIN 380 Final – Mon. June 6,
      2011, 10:45 am - 1:15 pm, PE 117)

* Information regarding on-line tests through Blackboard (WebCT) will be
       presented in class.

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